Observation/Reflection #1: Starting From the Beginning How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions?
Observation:
I have observed my middle school CT twice this semester and had the fortune to observe him for 40 hours last semester in my middle school endorsement class. His style is consistent and effective for this age group, in this middle school. He always greets his students with a smile and is attentive to them as they come over to ask him questions before class begins. As students enter the classroom, my CT is generally gathering materials and making sure everything is all set for the impending lesson. He also carefully watches the students to see what they are doing. The first thing the students are supposed to do when they get into the room is to read the directions for the “settling assignment” that is posted on the board, and begin the task at hand. This portion of the class only lasts about 3-5 minutes. The general purpose of this assignment is to engage their previous knowledge, get them thinking about the content, and get them settled at their desks. This assignment is often also meant as a formative assessment so that my CT can have a better understanding of what his students may be struggling with. This does not mean that students are silently working. My CT allows students to interact and be social without them getting out of control. It may seem slightly chaotic to an outsider looking in, but it never gets overly loud, and he never has a problem wrangling them back in when he is ready to begin his lesson. Of the three science classes I observed today, only one seemed to be off task. My CT quickly let them know that they were not doing what they were supposed to be doing, and that ten weeks into the school year, he expected better of them. He did this in a way that was firm, yet he never yelled or seemed angry. My CT usually collects homework right before students begin engaging in their activity for the day. They simply put it on their desk and he goes around and collects it as they work. This gives him an opportunity to stop at every group to see how they are doing on their assignment, and to record anyone who does not have their homework. He does not grade homework, but students get credit for handing it in on time and he leaves comments on them for feedback. It is hard for me to comment on whether his lessons are consistent with what we discussed in class during our collaborative lesson planning sessions. Strangely, I have not seen him begin a new activity. I seem to always observe him in the middle of an activity. Today, they were keeping track of their plant lab where they were experimenting with plant growth under experimental conditions. They also discussed what characteristics constitute living and non-living things. Both of these things had been started previously in the week.
Reflection:
I really like my CT’s style and how he runs his classroom. I also realize that this approach may not as effective in other classrooms. He spends quite a bit of time at the beginning of the year establishing a routine and setting a tone for the expectations of the class. This approach requires quite a bit of practice and preparation. I can see how as a new teacher, this managerial approach could quickly get out of control if rules, procedures, and expectations are not clearly set at the beginning of the year. Consistency is also necessary in this situation. I know that the entire cluster runs the same way, with expectations and procedures clearly outlined at the beginning of the year. I’m sure the consistency between all of the classes helps reinforce desired behaviors. I notice that my CT has made personal connections with each of his students. You can tell he genuinely cares for them and that they really like him. Perhaps this is also key to this seemingly laid-back classroom atmosphere. They have built a mutual respect for each other. When he asks for their attention, they give it to him. In return, he does not run his classroom like a dictator and the students have a bit of freedom. I hope that with time, I can learn to run my class like my CT. I am a laid-back person and I have no interest in ruling my classroom like a tyrant. I also firmly believe that ruling with an iron fist is ineffective. I want to build good relationships with my students, create effective classroom routines and define clear expectations from day one. I know that this may take years to perfect, but I think that in the end it will be beneficial to both my students and myself.
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions?
Observation:
I have observed my middle school CT twice this semester and had the fortune to observe him for 40 hours last semester in my middle school endorsement class. His style is consistent and effective for this age group, in this middle school.
He always greets his students with a smile and is attentive to them as they come over to ask him questions before class begins. As students enter the classroom, my CT is generally gathering materials and making sure everything is all set for the impending lesson. He also carefully watches the students to see what they are doing.
The first thing the students are supposed to do when they get into the room is to read the directions for the “settling assignment” that is posted on the board, and begin the task at hand. This portion of the class only lasts about 3-5 minutes. The general purpose of this assignment is to engage their previous knowledge, get them thinking about the content, and get them settled at their desks. This assignment is often also meant as a formative assessment so that my CT can have a better understanding of what his students may be struggling with.
This does not mean that students are silently working. My CT allows students to interact and be social without them getting out of control. It may seem slightly chaotic to an outsider looking in, but it never gets overly loud, and he never has a problem wrangling them back in when he is ready to begin his lesson.
Of the three science classes I observed today, only one seemed to be off task. My CT quickly let them know that they were not doing what they were supposed to be doing, and that ten weeks into the school year, he expected better of them. He did this in a way that was firm, yet he never yelled or seemed angry.
My CT usually collects homework right before students begin engaging in their activity for the day. They simply put it on their desk and he goes around and collects it as they work. This gives him an opportunity to stop at every group to see how they are doing on their assignment, and to record anyone who does not have their homework. He does not grade homework, but students get credit for handing it in on time and he leaves comments on them for feedback.
It is hard for me to comment on whether his lessons are consistent with what we discussed in class during our collaborative lesson planning sessions. Strangely, I have not seen him begin a new activity. I seem to always observe him in the middle of an activity. Today, they were keeping track of their plant lab where they were experimenting with plant growth under experimental conditions. They also discussed what characteristics constitute living and non-living things. Both of these things had been started previously in the week.
Reflection:
I really like my CT’s style and how he runs his classroom. I also realize that this approach may not as effective in other classrooms. He spends quite a bit of time at the beginning of the year establishing a routine and setting a tone for the expectations of the class. This approach requires quite a bit of practice and preparation. I can see how as a new teacher, this managerial approach could quickly get out of control if rules, procedures, and expectations are not clearly set at the beginning of the year. Consistency is also necessary in this situation. I know that the entire cluster runs the same way, with expectations and procedures clearly outlined at the beginning of the year. I’m sure the consistency between all of the classes helps reinforce desired behaviors.
I notice that my CT has made personal connections with each of his students. You can tell he genuinely cares for them and that they really like him. Perhaps this is also key to this seemingly laid-back classroom atmosphere. They have built a mutual respect for each other. When he asks for their attention, they give it to him. In return, he does not run his classroom like a dictator and the students have a bit of freedom.
I hope that with time, I can learn to run my class like my CT. I am a laid-back person and I have no interest in ruling my classroom like a tyrant. I also firmly believe that ruling with an iron fist is ineffective. I want to build good relationships with my students, create effective classroom routines and define clear expectations from day one. I know that this may take years to perfect, but I think that in the end it will be beneficial to both my students and myself.